UNIT 1 BRIDGES TO WRITING DIFFERENTIATED INSTRUCTION Scaffold To help students put their ideas into writing, have them use their supporting evidence organizers to tell their story to a classmate orally. Instruct students to listen closely to follow the sequence and organization of the story. Have them ask each other questions to help refine their narratives and ensure that all of the details necessary for cohesion are included. Amplify Have students work in pairs during the revision stage. Students may benefit particularly from having a classmate check their writing for correct and consistent use of simple past tense verbs. Instruct students to provide feedback only on the simple past tense verbs to focus their review. 1 PLAN • Identify central idea Ask students to study the supporting evidence organizer and compare it with the text. Ask questions to make sure students understand the chart; for example: What is the central idea? (Language brought me a new friend.) Can you find the central idea in the Student Model? (It is the last sentence.) How does each piece of text evidence support the central idea? • Identify supporting evidence Have students look back at the supporting evidence organizer on page 6 to help them remember the types of evidence that support a central idea. • Have students work individually to create their supporting evidence organizer. Walk around as students work to ask questions and provide feedback on their organizers as needed. 2 DRAFT • Use organizational features Read the list of elements for students to include in their drafts. Encourage students to use simple past tense verbs in their supporting evidence organizer and to make sure their hook is interesting and engaging. • Express ideas in writing Make sure students understand that in the draft phase of writing, the most important things to focus on are the ideas and organization. They can fix spelling and grammatical errors in the revision and editing phases. 3 REVISE • Engage and orient the reader Read aloud the items on the revision checklist while students check their own writing. Tell them to make sure the hook is interesting and relevant to the topic and that all of the ideas support the central idea. • Use tense consistently and appropriately To ensure consistency of verb tense, have students locate all the verbs they used and check them for accuracy. Tell them to refer to a dictionary or their irregular verb chart to confirm spelling. 4 EDIT • Follow rules of standard English grammar, punctuation, capitalization, and spelling Students may also benefit from having a classmate review their writing for correct punctuation, capitalization, and spelling. • Use resources and reference materials Make sure students have access to and know they can use resources such as a dictionary, irregular verb chart, and the grammar and vocabulary activities in the unit to help them refine their writing as needed. PRACTICE “I have to translate in my own house!” We talked in Spanish. We talked about our grandmothers. I met Ana. We had tortillas and arepas. Language brought me a new friend. 39 Use the editing checklist to edit your draft. Use a supporting evidence organizer to plan your personal narrative. Use the ideas in your supporting evidence organizer to write a draft of your personal narrative. Make sure your draft includes: ➜ a hook ➜ a central idea with supporting ideas ➜ the past tense A Use the revision checklist to review your draft. B Exchange drafts with a classmate. C Give each other suggestions for making your drafts better. PLAN DRAFT I draw the reader in with a hook. All of my ideas support the central idea. I use the simple past tense. I use regular and irregular past tense verbs. Revision Checklist ✔ I use a capital letter to start each sentence. I use correct punctuation. (. ? !) I check my spelling in a print or online dictionary. Editing Checklist ✔ REVISE EDIT 1 2 3 4 UNIT 1 BLC23_SE_LB_U01_038-040_BW.indd 39 8/30/21 12:34 PM Teacher’s Edition • UNIT 1 | 39
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